As previously mentioned, most postsecondary education programs already collect a wide range of institutional data, such as characteristics of program attendees, student retention rates, and course completion data. Institution-wide offices such as admissions, registrar, financial aid, research and planning, and other units probably keep and store such data as records in hard-copy archives or electronic databases. This kind of data usually provides a demographic description of clientele, which services and supports are accessed by whom, and the needs of different student subgroups to be successful in various programs. Often departments, schools, and colleges collect extensive data on students applying to, persisting in, and matriculating from, their programs. All of this type of information is usually available to administrators and faculty and can be very helpful in thinking about where to begin the climate assessment process.
Suggestions for Collecting Existing Data:
- Gather all previous assessments of academic or support service programs pertaining to the research question. Other programs’ reports can be enlightening and can help shape your own study. Note the strengths and limitations of the various modes of gathering information and collecting data.
- Confer with consultants and assessment specialists on campus, such as members from the Registrar’s Office, the Office of Institutional Research, the Office of Teaching Excellence, and faculty specializing in research and statistics for a given field (e.g., Educational Psychology, Political Science, Sociology, etc.). These individuals are willing and able to assist in the design of a useful and workable assessment plan for an academic program.
- Consult with those on campus to determine what resources are available to conduct the climate assessment. Ask key personnel for administrative and financial resources available to assist in the creation and implementation of the climate assessment process. Keep in mind resources can include staff time, expertise, materials, and supplies in addition to financial backing.
- Determine whether similar assessments have been conducted at other institutions and whether there are instruments already available that can be adapted for local use. In addition to literature searches and consultation, listserv inquiries can assist in determining what is available.
It should be noted that data-gathering from existing sources can play a vital role in assessing student retention. Retention is another important reason for conducting a climate assessment: to learn not only what has attracted students to an academic program, department, or the college itself, but also how to keep them there after they have begun their studies. Retention is critical because it can lead to better academic and employment outcomes for the student and serve as a significant benchmark of educational quality for the institution. Because students with disabilities as a group do not graduate from college at the same rate as their peers without disabilities (U.S. Department of Education, NCES, 1999), it is particularly important to monitor group retention rates and to identify possible contributing factors, such as a lack of accommodations and supports. See Unit 4 for more information on retention.
